Rupert Wegerif

Rupert Wegerif
University of Cambridge | Cam · Faculty of Education and Hughes Hall

PhD

About

208
Publications
155,166
Reads
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7,556
Citations
Introduction
Rupert Wegerif is a Professor at the Faculty of Education, University of Cambridge and director of the Digital Education Futures Initiative at Hughes Hall, Cambridge. Interested in the dialogic theory and practice of education for the Internet Age.
Additional affiliations
June 2017 - present
University of Cambridge
Position
  • Professor
April 2006 - June 2017
University of Exeter
Position
  • Professor
September 2004 - April 2006
University of Southampton
Position
  • Reader in Education
Education
October 1992 - November 1995
The Open University (UK)
Field of study
  • Educational Technology and Educational Psychology
September 1991 - September 1992
Queen Mary, University of London
Field of study
  • Information Technology
October 1980 - September 1983
University of Kent
Field of study
  • Philosophy with Social Anthropology

Publications

Publications (208)
Chapter
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School curricula have often struggled to authentically engage young people with the world of work. This chapter examines the potential of ‘simulated’ school classroom-based internships to support collaborative and creative learning and links to the workplace. It reports on design-based research in areas of low social mobility in England. This inves...
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Promoting the ideal of democracy in education is a bad idea. Dialogue, on the other hand, is a good idea and education should promote dialogue both as an ideal and as a practice. Democracy is inextricable from the practice of voting and the ontological assumption that ultimate authority lies with individual humans. Although dialogue is often associ...
Book
The 21st century and its many challenges (invasion of digital technology, climate change, health crises, political crises, etc.) alert us that we need new educational responses, led by new education professionals. Research has shown that for these professionals to change in a substantial and profound way, they must change their identity, that is, t...
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Dialogism offers a theoretical framework for understanding Computer-Supported Collaborative Learning (CSCL). This framework begins with Mikhail Bakhtin's claim that meaning making requires the interanimation of more than one 'voice' as in polyphonic music. Dialogism offers an approach that leads to understanding through the juxtaposition of multipl...
Article
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Creativity is widely described as a key ‘21st Century skill’. Science education in schools has emphasized the development of science inquiry and problem-solving skills with the support of technology, and paid insufficient attention to creative thinking skills for producing innovative ideas or solutions. This paper presents an exploratory study aimi...
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A dialogic approach to education for democratic values illustrated with an empirical study of the effect of Internet-mediated dialogue across cultural
Chapter
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A dialogic research methodology. How to combine together dynamically 'inside' views and 'outside' views to produce understanding.
Conference Paper
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Background: Many employers are clear about the skills future workers need: technical and practical skills, alongside transferable skills including an ability to effectively solve problems and to work creatively within a team. School-based 'Virtual Internships' offer potential to respond to these calls, enabling learners to engage in pedagogically-a...
Article
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Training on creative thinking, in particular divergent thinking has shown promising effects on improving creativity in higher education and organizational contexts. It’s unclear how school students’ scientific creativity can be enhanced through effective training and how individual differences might influence the training effects. This study examin...
Article
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This paper reports on a study of collaborative group work in mathematics. Although collaborative group work is known as one of the important approaches in education, it is still uncertain how group thinking can be measured in various learning contexts. We used the Group Thinking Measure (GTM) test developed by Wegerif et al. (2017) alongside mathem...
Chapter
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This chapter outlines key components of an emerging new dialogic theory of education appropriate for the Internet Age. The affordances of print literacy have shaped what we currently understand by education. The Internet offers new possibilities. The dialogic theory put forward in this chapter offers answers to the questions that any theory of educ...
Book
Este libro es una introducción a la educación dialógica, en el cual se explica por qué es un aporte a la teoría y a la práctica de la educación. Proporciona información esencial sobre las conceptualizaciones y movimientos que le han dado lugar y ofrece sugerencias prácticas, así como ejemplos, para los maestros interesados en emplear la educación d...
Book
The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact...
Article
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In this paper, we take a semiotic/dialogic approach to investigate how a group of UK 12–13-year-old students work with hierarchical defining and classifying quadrilaterals. Through qualitatively analysing students’ decision-making processes, we found that the students’ decision-making processes are interpreted as transforming their informal/persona...
Article
Creativity is increasingly considered to be an important goal of education. While creativity can be influenced by many noncognitive factors (eg, personality and motivation), creative thinking remains the most important source of creativity. Creative thinking combines several cognitive processes leading to the generation and selection of new and use...
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Science is concerned with understanding the world. As such, engaging with the materiality of that world is integral to both empirical experimentation and theorising within science. However, it has been recognised for some time that the way scientists learn about the world and the way that young people learn about science cannot be simply equated. T...
Article
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Major, L. & Wegerif, R. (2019). Review of Design Research in Education: A Practical Guide for Early Career Researchers. EDeR - Educational Design Research, 2(2), 1-3. https://doi.org/10.15460/eder.2.2.1327
Article
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Buber’s distinction between the ‘I-It’ mode and the ‘I-Thou’ mode is seminal for dialogic education. While Buber introduces the idea of dialogic space, an idea which has proved useful for the analysis of dialogic education with technology, his account fails to engage adequately with the role of technology. This paper offers an introduction to the s...
Article
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Dialogic accounts of learning and teaching are not good at including the role of technology. In this exploratory study we use a material-discursive theoretical frame, initially derived from Barad, to apply the concepts of intra-action and affordance in explaining the contribution of the digital to classroom-based group tasks. The microblogging tool...
Book
Across the world education for 'thinking’ is seen as the key to thriving in an increasingly complex, globalised, technological world. The OECD suggests that teaching thinking is key to growing a more successful economy; others claim it is needed for increased democratic engagement and well-being. Theory of Teaching Thinking discusses what is meant...
Article
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It argues that the advent of new media requires an educational response to teach all children and students how to engage effectively in democratic dialogue.
Article
Full-text available
Buber’s distinction between the ‘I-It’ mode and the ‘I-Thou’ mode is seminal for dialogic education. While Buber introduces the idea of dialogic space, an idea which has proved useful for the analysis of dialogic education with technology, his account fails to engage adequately with the role of technology. This paper offers an introduction to the s...
Article
Dialogic pedagogy is being promoted in science teacher education but the literature on dialogic pedagogy tends to focus on explicit voices, and so runs the risk of overlooking the important role that material objects often play in science education. In this paper we use the findings of a teacher survey and classroom case study to argue that there i...
Research
This document reports on the research activity undertaken in the UK by the University of Exeter (UoE) team in relation to WP5 of the SED Project. In keeping with the overarching rationale of the WP, the research represented ‘Design Based Research’ (DBR) undertaken collaboratively with participating teachers who operated as co-researchers with the p...
Research
This reports presents results from a sub study, called Work Package 3 (WP3), of the Science Education for Diversity (SED) project (see also http://www.se4d.eu), a research project aimed at understanding how countries both in Europe and outside Europe address the issue of diversity in science education. The project takes place in 6 countries around...
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This paper reviews Marcel Danesi’s new book on the use of emoji in particular, and the use of visual language more generally. Danesi offers a number of interesting examples of emoji use, pointing out that their use has risen considerably in a number of contexts. He goes on to question how far emoji use can be extended by examining the structure of...
Article
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It has been claimed that dialogic education implies a direction of change upon an ontological dimension from monologic closed identities in the direction of more dialogic identifications characterised by greater openness to the other and greater identification with the process of dialogue. This paper recapitulates that theory and then provides an e...
Chapter
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This paper focuses on the issue of how to design pedagogy and tech- nology in order to overcome the much reported echo-chamber effect of the Internet and promote global dialogue. Some of the findings of a large scale evaluation of Generation Global—a project of the Tony Blair Institute for Global Change—(was called, ‘Face to Faith’) are presented i...
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Guest edited special issue on classroom dialogue and learning outcomes
Chapter
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Dialogic education is a relatively new force in educational theory and practice. Despite the variety of approaches to dialogic education, it nonetheless offers a coherent theory of education with implications not only for how education should be practiced but also for the purposes of education. Dialogic education takes place through dialogue which...
Article
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This introduction paper provides the context for the Symposium. It begins with a brief account of the ways in which the Internet is being held responsible for poisoning democracy, then unpacks the nexus of the three main terms of the title of this Symposium: democracy, education and technology. The conceptual aspects of this nexus are inextricable...
Book
Dialogue has long been used in primary classrooms to stimulate thinking, but it is not always easy to unite the creative thinking of good dialogue with the need for children to understand the core concepts behind knowledge-rich subjects. A sound understanding of key concepts is essential to progress through the national curriculum, and assessment o...
Article
The study explores the development of 11-year-old students’ informal inference about random bunny hops through student talk and use of computer simulation tools. Our aim in this paper is to draw on dialogic theory to explain how students make shifts in perspective, from intuition-based reasoning to more powerful, formal ways of using probabilistic...
Article
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This paper offers a critical review of the issue of assessing the quality of group thinking, describes the development of a Group Thinking Measure that fills a gap revealed by the literature and illustrates the use of this measure, in combination with interpretative discourse analysis, as a way of distinguishing those behaviors that add value to gr...
Article
The purpose of this study is to explore how an online-structured dialogue environment supported (OSDE) collaborative learning about the nature of science among a group of trainee science teachers in the UK. The software used (InterLoc) is a linear text-based tool, designed to support structured argumentation with openers and ‘dialogue moves’. A des...
Article
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In this theory paper I argue for a convergence between the idea of teaching thinking and the idea of teaching for literacy in the context of the Internet Age. I begin with the claim that literacy practices taught in school are not external to thinking but that they shape both how we think and how we value thinking. This is supported by some recent...
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Resumo Um dos temas mais importantes na aprendizagem colaborativa apoiada pelo computador é a autorregulação da aprendizagem sem o apoio de professores. A autorregulação da colaboração pode ser definida como o conjunto dos processos sociais que os alunos usam para coordenar o seu esforço conjunto em uma atividade. Este trabalho apresenta um estudo...
Article
In this paper, we explore the relationship between scaffolding, dialogue, and conceptual breakthroughs, using data from a design-based research study that focuses on the development of understanding of probability in 10–12 year old students. The aim of the study is to gain insight into how the combination of scaffolding for content using technology...
Article
In order to reconceptualize literacy education for the Internet Age, we first need to understand the extent to which our thinking has already been shaped by literacy practices. I begin this article with an exploration of the relationship between ways of communicating, ways of thinking, and the way in which we understand education. Face-to-face dial...
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This article has two purposes: firstly to introduce this special issue on scaffolding and dialogic teaching in mathematics education and secondly to review the recent literature on these topics as well as the articles in this special issue. First we define and characterise scaffolding and dialogic teaching and provide a brief historical overview of...
Article
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We argue that dialogic theory, inspired by the Russian scholar Mikhail Bakhtin, has a distinct contribution to the analysis of the genesis of understanding in the mathematics classroom. We begin by contrasting dialogic theory to other leading theoretical approaches to understanding conceptual development in mathematics influenced by Jean Piaget and...
Book
The Routledge International Handbook of Research on Teaching Thinking is a comprehensive guide to research on teaching thinking. Teaching thinking is key to growing a more successful economy, is needed for increased democratic engagement and is vital for the well-being of individuals faced with the complexity of a globalised world. However, there a...
Article
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The linked concepts of 'scaffolding ' and the Zone of Proximal Development (ZPD) were originally applied to the context of asymmetrical teaching and learning with a teacher or adult explicitly supporting a learner, usually a child, to achieve tasks beyond their ability when working alone. In this paper we investigate how these concepts need to be r...
Chapter
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One key feature of scientific community is collaborative shared enquiry and problem solving mediated by electronic networks. We report on the development and evaluation of an ICT tool to support learning how to learn together (L2L2) in Science Education as part of an EC funded project called ‘Metafora’ (FP7-ICT-2009.4.2/257872). Through literature...
Conference Paper
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Students’ intuitions play a major role when making inference about uncertain events and they are often inconsistent with the accepted theoretical understanding of statistics and probability. These intuitions need to be challenged to develop more powerful, formal understandings of stochastic ideas. This paper describes how the reasoning of a pair of...
Article
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This fascinating dialogue raised many questions. In this commentary I will focus on just three questions that particularly stimulated me to further reflection: ‘why classification?’; ‘what is ontology?’ and ‘where does agency come from?’
Article
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This email dialogue that we record and report here between Eugene Matusov and Rupert Wegerif, exemplifies Internet mediated dialogic education. When Eugene emailed Rupert with his initial (mis)understanding of Rupert's position about dialogic pedagogy Rupert felt really motivated to reply. Rupert was not simply motivated to refute Eugene and assert...
Conference Paper
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Research has shown that pupils and many adults have intuitions about probability that are often at odds with accepted probability theory. Drawing on the literature on probabilistic reasoning, effective pedagogical approaches and the use of technology tools, our aim is to examine the relationship between students’ talk together, their use of TinkerP...
Chapter
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This chapter focuses on the question of where new ideas come from. It begins with an example that helps us to expand Vygotsky's notion of the Zone of Proximal Development to allow for creativity. It follows on with an open exploration of what happens when a new idea pops into play in a dialogue. Insights from empirical neuroscience, evolutionary ps...
Article
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The Confucian tradition of education is frequently referred to in ways that make it seem antithetical to the aim of teaching thinking. ‘Confucian education’, as depicted in the literature, implies rote learning in large classrooms where students learn not to question authority. However, in what is referred to in the literature as the ‘paradox of Ch...
Article
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This paper presents Metafora, both a platform for integrated tools as well as an emerging pedagogy for supporting Learning to Learn Together in science and mathematics education. Our goal is to design technology that brings education to a higher level; a level where students not only learn subject matter, but also gain a set of critical skills need...
Chapter
Full-text available
This chapter argues that a dialogic understanding of the nature of science should lead to a dialogic approach to science education. This argument is combined with a description of a dialogic approach to science education developed in the context of a large European Commission funded international project called ‘science education for diversity’. Th...
Article
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Dialogic: Education for the Internet Age argues that despite rapid advances in communications technology, most teaching still relies on traditional approaches to education, built upon the logic of print, and dependent on the notion that there is a single true representation of reality. In practice, the use of the Internet disrupts this traditional...